What Are The Chances?

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Marking criteria

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Created by Angela Kane for Bachelor of Early Childhood Teaching, 2018.

Australian Curriculum Learning Outcomes:

Year 4 Level Description

The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.

Using fractions, decimals, percentages, ratios and rates:  These lessons lead to the outcomes for the numeracy learning continuim. 

At this year level

• understanding includes making connections between representations of numbers, partitioning and combining numbers flexibly, extending place value to decimals, using appropriate language to communicate times and describing properties of symmetrical shapes
• fluency includes recalling multiplication tables, communicating sequences of simple fractions, using instruments to measure accurately, creating patterns with shapes and their transformations and collecting and recording data
• problem-solving includes formulating, modelling and recording authentic situations involving operations, comparing large numbers with each other, comparing time durations and using properties of numbers to continue patterns
• reasoning includes using generalising from number properties and results of calculations, deriving strategies for unfamiliar multiplication and division tasks, comparing angles, communicating information using graphical displays and evaluating the appropriateness of different displays.

ACMSP094: Identify events where the chance of one will not be affected by the occurrence of the other.

ACMSP092: Describe possible everyday events and order their chances of occurring.

Pre-existing knowledge

Students have both formal and informal knowledge in relation to their learning of chance. 

As per the Australian Curriculum:

• Year 1- ACMSP024- Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’.
• Year 2- ACMSP047- Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’
• Year 3- ACMSP067- Conduct chance experiments, identify and describe possible outcomes and recognise variation in results.

Informal knowledge

• Determining whether a parent will let you do something or not (reasoning).
• Able to predict what to wear according to seasons (through collaboration with parents and pre-compulsory schooling)
• Knowing the likelihood of something happening, based on previous events. (ie. Is it likely I will get cake on my birthday?)

Extension

ACMSP116: (Year 5)

List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions.